Corpovivências decoloniais compartilhadas e coconstruídas nas (e para além das) aulas de língua inglesa de um curso de letras: português e inglês
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2023-06-05
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Universidade Federal de Goiás
Resumo
In this doctoral dissertation, I defend the idea of corpovivências as a fertile and necessary
response to coloniality and its multiple dimensions, especially with regards to English
language education. Thus, the reflections in this text are crossed by my personal
corpovivências and by those coconstructed with the formal articulators of this study –
Professor Barbra Sabota and nine undergraduate students of a B.A. in Portuguese and English
teaching (Anny, Cristina, Helena, Jeni, Meteora, Nami, S.J., Tae and Vittor) – during the Covid-
19 pandemic, in 2020, in a public university in the state of Goiás. The questions that guided
me in this research were: What corpovivências of mine and of the study's articulators shared
and coconstructed in (and beyond) the Inglês V course contributed to identify, question and
interrupt the historical, racial, economic, social and ontoepistemological damages caused by
coloniality in a pandemic period? What other meanings could these corpovivências forge in the
decolonial horizon? Based on them, I draw as my main objective: to discuss my academic andnon-academic corpovivências as well as those of the articulators of this study, in order to
understand in what ways the discussions about Wellbeing and Language that took place in the
Inglês V course in a B.A. in Portuguese and English teaching enabled possible decolonial
insurgencies during the Covid-19 pandemic. In search of other ways to perform the
methodology of this work, I resorted to ontoepistemologies that value the horizontalization in
scientific research and the exercise of corazonar the university, seeking to understand/create
different knowledges in a decolonial perspective. The doctoral dissertation material was
constructed through six different sources: the personal narratives, written by all the agents of
the study at the beginning of the Inglês V course; the personal identification form, filled out
by the undergraduates at the beginning of the research; the class planning sessions, carried
out by Barbra and me throughout the months of August to October 2020; the interactions in
the classes, also recorded in audio and video in the aforementioned months; the audiovisual
material produced for the classes, thought and designed by the professor, by me and by the
undergraduate students during the course; and the individual conversations with the
undergraduate students, which took place at the end of the bimester, in October 2020. The
study demonstrated that, even if crossed by coloniality and its many facets, our
corpovivências are full of life and urgent for the decolonial enterprise. Therefore, not the
English language, but the bodies that produced meanings with it occupied protagonism in this
doctoral dissertation. The translanguaging practices and empathic listening promoted in the
classes provided fertile spaces for the existence and reexistence of many of us, who had the
opportunity to coconstruct knowledge with what we have, with what we are, and with what we
can become through language. Finally, I emphasize the decolonial potential of our
corpovivências, since they engage us in the exercise of corazonar and horizontalize different
knowledges in a perspective that goes beyond the walls of the university, reaching our homes,
our families, our corpos-moradias; thus, becoming decolonial corpovivências.
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ALMEIDA, R. R. Corpovivências decoloniais compartilhadas e coconstruídas nas (e para além das) aulas de língua inglesa de um curso de letras: português e inglês. 2023. 236 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2023.